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This systematic review investigates the impact of digital games on enhancing executive functions (EFs) in Pre-K–12 students, highlighting the importance of EFs for learning and cognitive development. The review categorizes game design elements into high-impact and low-impact, emphasizing trends such as adaptive challenges that contribute to EFs improvement. Findings suggest that digital games are promising tools for fostering EFs, but call for more rigorous research and better-designed interventions.

Author

oyquen

Language

EN